This article discusses the themes that emerged from qualitative research exploring the meaning that Chinese older adults find in their learning experiences in Hong Kong. In-depth interviewing was used to solicit information from older learners taking courses in elderly centers or units. Four themes were identified: (a) older adults as learners, (b) restructuring of time, (c) enhanced self-image, and (d) integration into society. The relationship between these themes and the aging process of older adults is further discussed, and it shows that learning has important meaning for older adults.
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This study aimed to determine the educational needs of members of the public and related professional disciplines in order to improve health literacy in elderly issues. A cross-sectional survey was conducted in 2007; 2,694 subjects were recruited from the noninstitutional Hong Kong population aged 16 years and over. Undergraduate students of health care professions, professionals working at the hospitals, and the seniors were purposefully over-sampled. Results showed significant knowledge gaps and misconceptions. The gaps were more prevalent with increasing age in general, although they also existed among health care professionals. Public education should target the revealed areas of knowledge gaps and misconceptions.
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This paper is concerned with the general issues of ageing, learning, and education for the elderly. It also examines the more specific issues of why, how and what elders want to learn. The world's population is ageing rapidly. For example, it is estimated that by 2020 20% of the population in the USA will be 65 years old and over. It is predicted that 24% of the Hong Kong population will be over 65 years old by 2025 (Bartlett Phillips, 1995). The phenomenon has been described in colorful terms as the osilver tsunamio (Pew Report, 2001 cited in Summer, 2007). Ageing has an impact on all aspects of human life including the social, economic, cultural, and political domains. Understanding and providing for ageing is, therefore, an important issue for the twenty-first century. The World Health Organisation ([WHO], 2002) has proposed a model of active ageing based on optimizing opportunities for health, participation, and security in order to enhance quality of life for people as they age. The focus in this paper is on the education and learning aspect of participation as people age.
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Based on a sociocultural perspective, this study investigated the learning experiences of a selected group of older adults learning computing technologies at a social center in Hong Kong. Data generated from in-depth interviews were used to develop a model of evolving motivation that explains how this group of "anxious novices" had gradually developed into "motivated experts" capable of showcasing their computing achievement to the public. The model highlights the significance of social supports derived from various social contexts in helping older adults make sense of their learning and develop lasting interest in computing technologies.
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http://dx.doi.org/10.1080/03601270701763845]

The rapidly growing older population has generated the need for more gerontological or geriatric care professionals. This study evaluated the undergraduate programs offered by the departments of medicine, nursing studies and social work at a university in Hong Kong, based on the data of a recent alumni survey. It also identified factors that determine the perceived adequacy of training. The training was found to be moderately adequate in preparing the alumni for practice in the field of aging, but there is a need to improve the existing curricula. Suggestions for further studies are discussed.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03601270701569200]

The University of New England (Australia) and Chinese University of Hong Kong offer a collaborative graduate diploma and master of health science in gerontology via mixed-mode and web-based education. The multidisciplinary curriculum takes into account Hong Kong's health care system and cultural context.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/036012700407866 ]